In the midst of my very hectic first year of school, I was given a rather intimidating assignment from one of my professors at Regis University: I was to construct not just one, but two brochures on the topic of behavior management programs and philosophies. With my hands already full trying to manage two different classes of 43 students and masses of papers to grade on the weekend, you can probably guess that I wasn’t real thrilled with the additional burden of constructing a couple of brochures from scratch. As I began thumbing through endless web literature on behavior management programs, I found one that made very good sense to me: Logical Consequences by, Rudolf Dreikurs. When raising my own children, I learned some valuable lessons the hard way. As with teaching, there is no substitute for parental experience. I think most of us made the same mistakes early-on in wanting to do everything for our children. When they weren’t doing what they were told we often interrupted their behavior and inflicted some type of punishment which had absolutely nothing to do with the consequences of their own actions. Obviously, there are situations when it would be dangerous to do otherwise and we need to intervene for the physical and/or psychological well-being of the child. I quickly saw, however, that I let many harmless opportunities go by to teach my own kids a valuable lesson by allowing them to experience the consequences of their own actions.
Is it any different in the classroom? As I read the literature by Rudolf Dreikurs, I began reflecting on some of the behavior problems with my two fourth grade classes. When undesirable behavior occurred, who was the one paying the consequences? Clearly, me. In an effort, to right their wrongs, I was the one who was doing all the work. This was not always about correcting wrong behavior, but putting forth the energy to stop it before it even happened. I was constantly raising my voice to get them to line-up, threatening to take privileges away, and expounding countless minutes making sure they didn’t do the wrong thing. I was allowing my own stress and anxiety to be their only consequence. They were only too happy to let me continue carrying-on like a frantic and paranoid rookie while knowing how desperately concerned I was about their own welfare. Why should they worry when I was worrying for them? What was once a burdensome teaching assignment became a blessed learning experience, and a turning point for how I would manage my own class the rest of the year.
I designed my brochure using a tri-fold brochure template in Microsoft Word. I used our Notre Dame school colors and wrote the brochure as if this was going to be send out to all of the parents. One of the important aspects of a teacher carrying out such a behavior philosophy is to engage in completely honest communication and cooperation with the parents. Logical consequences need to be followed both at home and at school. Below are excerpts from my brochure. I’ve attached snip-its of the actual brochure, since the tri-fold format does not lend itself well to a blog format.